THESIS - COnnecting REpositories · 2016. 8. 3. · DEBATE TECHNIQUES TO IMPROVE STUDENTS’...

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THESIS

IMPLEMENTING THINK-PAIR-SHARE AND CRITICAL

DEBATE TECHNIQUES TO IMPROVE

STUDENTS’ SPEAKING SKILL

(A Classroom Action Research at the Second Grade of SMA N 5

Surakarta in the Academic Year 2012/2013)

By :

Suesthi Maharani

K2209087

ENGLISH DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

2013

CORE Metadata, citation and similar papers at core.ac.uk

Provided by Sebelas Maret Institutional Repository

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PRONOUNCEMENT

I would like to certify that the thesis entitled “IMPLEMENTING THINK-PAIR-

SHARE AND CRITICAL DEBATE TECHNIQUES TO IMPROVE

STUDENTS’ SPEAKING SKILL (A Classroom Action Research at the Second

Grade of SMA N 5 Surakarta in the Academic Year 2012/2013)” is really my own

work. It is not plagiarism or made by others. Everything related to others’ works is

written in quotation, the sources of which are listed on the bibliography.

If then, this pronouncement proves wrong, I am ready to receive any

academic punishment.

Surakarta, April 2013

Suesthi Maharani


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ABSTRACT

Suesthi Maharani. K2209087. IMPLEMENTING THINK-PAIR-SHARE AND

CRITICAL DEBATE TECHNIQUES TO IMPROVE STUDENTS’ SPEAKING

SKILL (A Classroom Action Research at the Second Grade of SMA N 5

Surakarta in the Academic Year 2012/2013). A Thesis, Surakarta: Teacher Training

and Education Faculty of Sebelas Maret University, 2013.

This research aims to: (1) find out whether the use of Think-Pair-Share and

Critical Debate Techniques improve the students' speaking skill or not. (2) find out

how the teaching-learning process is when Think-Pair-Share and Critical Debate

techniques are applied in the classroom.

The method used in this research is classroom action research. The research was

carried out to the second grade students of SMA N 5 Surakarta. From the population,

there were 32 students of class social 3 taken as the sample by using purpossive sampling

based on the lowest score of English speaking test from all the second grade classes. In

collecting the data, the writer used qualitative method and quantitative method.

Technique of collecting data using qualitative method can be divided into two

categories: (1) observational (observation, field notes and audio and video recording).

(2) non-observational (interview,document and questionnaire). While technique of

collecting data using quantitative method was obtained from the speaking test that

consists of pre-test and post-test. Then, in analyzing the qualitative data, the writer used

Interactive Model that consists of data reduction, data display and conclusion drawing or

verification. And the quantitative data were analyzed by comparing the students’ mean

score of pre-test and post-test by using Descriptive Statistic technique.

The result of the study shows that the use of Think-Pair-Share and Critical

Debate Techniques improve the students’ speaking skill. It can be seen from the

increasing of mean score assessed by the researcher and the collaborator. From the

researcher’s assessment, the mean score increased from pre-test which was 67.50

became 70.16 in cycle I and improved to be 78.44 in cycle II. While from the

collaborator’s assessment, the mean score of pre-test which was 68.75 became 74.84

in cycle I and impoved to be 76.88. The students’ motivation, enthusiasm and

participation were also increased. They were motivated and interested to improve

their speaking skill. In addition, students enjoyed the activities during the learning

process. The interaction of students was better when working in group.

To sum up, Think-Pair-Share and Critical Debate Techniques can be used to

improve the students’ speaking skill and to make the class more active. But the teacher

should control the class to avoid the students’ noisy and focus on the lesson. And the

most important is the time allocated to implement those techniques that should be

calculated appropriately.

Keywords: speaking skill, Think-Pair-Share, Critical Debate.


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MOTTO

Actually, Allah will never change men’s destiny, unless they make an effort to change

it themselves

(Ar-Ro’du: 11)

The "road blocks" will always present themselves, but they do not have to represent

an end in the road.

(Anonymous)

When you climb one hill or mountain, I promise there will always be a bigger hill or

mountain waiting! How you attack each climb will define you.

Equally, how you run away will also define you.

(The Writer)


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DEDICATION

In the name of Allah SWT, the Almighty God, I dedicate this thesis to:

1. My beloved ‘Ayah’ and ‘Ibu’.

“Thanks for your prayer, care, patience, support and never ending love.

Someday I promise to make you proud.”

2. My beloved brothers; Bayu and Esta.

“Thanks for your advices and never ending “wealth”. I have proved that I

can finish my study less than 4 year.”

3. All my friends of SBI, class of 2009 in English Education Department.

“Never mind we are SBI. Just prove to the world that we are more than just

SBI. Don’t worry about score but being success with our value.”


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ACKNOWLEDGEMENT

Alhamdulillaahirobbil’aalamin. Great thanks to Allah SWT for blessing to the

writer to finish her study. In this occasion, the writer would like to express her

deepest gratitude and appreciation to the followings.

1. Prof. Dr. H. M. Furqon Hidayatullah, M.Pd, the Dean of Teacher Training and

Education Faculty.

2. Dr. Muh. Rohmadi, S.S., M.Hum, the Head of the Art and Language Education.

3. Endang Setyaningsih, S.Pd.,M.Hum, the Head of English Department of Teacher

Training and Education Faculty for advice, guidance and being inspiration.

4. Drs. Siswantoro, M.Hum as the first consultant who has patiently given his

guidance, advice, encouragement, kindness, and time.

5. Teguh Sarosa, S.S., M.Hum as the second consultant who has patiently given his

guidance, advice, encouragement, kindness, and time.

6. Sajidan, S.Pd., M.Pd, the Headmaster of SMA N 5 Surakarta for facilitating the

writer in doing the research.

7. Dra. R. Tri Setyawati, the English teacher for being a good partner and patiently

helping the writer to do the research.

8. The students of XI Social 3 SMA N 5 Surakarta who have sincerely helped the

writer to do the research.

9. Her beloved family, for prayers, advices, supports, and motivations.

10. Her beloved friends, Ririn, Dita, Dimas, and all her friends in English Education

Department class of 2009, who always cheer her up.

11. Her beloved special friends, Ratih AA, Meylina DE and Dhimas RW for loyalty

and motivation.

12. Her beloved housemate, Rotterdam Crews for pleasure.

The writer realizes that this thesis is still far from being perfect. She invites

every constructive comment and suggestion. Hopefully, this thesis will be useful for

the readers.

Surakarta, April 2013

Suesthi Maharani


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TABLE OF CONTENTS

TITLE………………………………………………………………………....... i

PRONOUNCEMENT ………………………………………………………….. ii

APPROVAL OF CONSULTANTS……………………………………………. iii

APPROVAL OF THE BOARD OF EXAMINERS …………………………… iv

ABSTRACT ……………………………………………………………………. v

MOTTO ……………………………………………………………………....... vi

DEDICATION …………………………………………………………………. vii

ACKNOWLEDGEMENT …………………………………………………....... viii

TABLE OF CONTENTS ………………………………………………………. ix

LIST OF TABLES ……………………………………………………………... xii

LIST OF FIGURE ................................................................................................ xiii

LIST OF GRAPHICS .......................................................................................... xiv

LIST OF APPENDICES ……………………………………………………….. xv

CHAPTER I: INTRODUCTION

A. Background of the Study .........................................................

B. Limitation of the Study ............................................................

C. Problem Formulation ...............................................................

D. The Objectives of the Study ....................................................

E. The Benefits of the Study ........................................................

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CHAPTER II: REVIEW OF RELATED LITERATURE

A. The Notion of Speaking ...........................................................

1. The Definition of Speaking ..............................................

2. Teaching Speaking ...........................................................

3. Teacher’s Role in Teaching Speaking ..............................

4. Characteristics of a Successful Speaking Activities .........

5. Evaluating Speaking .........................................................

B. Method of Teaching Speaking .................................................

1. Think-Pair Share (TPS) ....................................................

a. The Definition of TPS Technique .............................

b. The Purpose of Using TPS ........................................

c. The Procedures of Using TPS Technique .................

2. Critical Debate ..................................................................

a. The Definition of Critical Debate ..............................

b. The Purpose of Using Critical Debate .......................

c. The Procedures of Using Critical Debate Technique

C. Teaching Speaking Using Think-Pair Share and Critical

Debate Techniques ..................................................................

1. The Procedures of Collaborating Think-Pair Share

and Critical Debate Applied in the Classroom .................

D. Rationale ..................................................................................

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CHAPTER III: RESEARCH METHOD

A. The Definition of Action Research ..........................................

B. The Characteristics of Action Research ..................................

C. The Setting and Time of the Research .....................................

D. Research Subject .....................................................................

E. Research Object .......................................................................

F. The Procedure of Action Research ..........................................

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G. Technique for Collecting the Data ...........................................

1. Qualitative Method ...........................................................

2. Quantitative Method .........................................................

H. Technique for Analyzing the Data ...........................................

1. Interactive Model ..............................................................

2. Descriptive Statistic Technique ........................................

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CHAPTER IV: THE RESULTS OF THE RESEARCH

A. Introduction .............................................................................

B. Research Finding .....................................................................

C. Discussion ................................................................................

CHAPTER V: CONCLUSION, IMPLICATION AND SUGGESTION

A. Conclusion …………………………………………………..

B. Implication ………………………………………………….

C. Suggestion …………………………………………………..

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BIBLIOGRAPHY……………………………………………………………….

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APPENDICES …………………………………………………………………. 71


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LIST OF TABLES

Table 2.1 The Scoring Rubric of Speaking Test ...................................................

Table 2.2 Speaking Problem Indicators and the Solutions ...................................

Table 3.1 The Schedule of the Research ...............................................................

Table 4.1 The Detailed Procedure and Job Description .......................................

Table 4.2 The Timetable of Implementation of Cycle 1 .......................................

Table 4.3 The Previous Problems in Speaking Class in Pre-Research .................

Table 4.4 The Students’ Improvement in Speaking Class in Cycle I ...................

Table 4.5 Problems Faced in Speaking Class after Cycle I ..................................

Table 4.6 The Timetable of Implemetation of Cycle 2 .........................................

Table 4.7 The Score Comparison of Pre-Test, Post-Test I and Post-Test II .........

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LIST OF FIGURE

Figure 3.1 Action Research Concept ....................................................................... 28


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LIST OF GRAPHICS

Graphic 4.1 The Score of Speaking Aspects Assessed by the Researcher ............ 61

Graphic 4.2 The Score of Speaking Aspects Assessed by the Collaborator ......... 61

Graphic 4.3 The Increasing of Students’ Mean Score of Speaking Test

Assessed by the Researcher ................................................................ 62

Graphic 4.4 The Increasing of Students’ Mean Score of Speaking Test

Assessed by the Collaborator ............................................................ 62


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LIST OF APPENDICES

Appendix 1 Name of Students .........................................................................

Appendix 2 Lesson Plan of Cycle I ..................................................................

Appendix 3 Lesson Plan of Cycle II ................................................................

Appendix 4 Pre-Test Score ..............................................................................

Appendix 5 Post-Test I Score ...........................................................................

Appendix 6 Post-test II Score ...........................................................................

Appendix 7 Kisi-kisi Angket Diagnosa Kesulitan Siswa terhadap

Pembelajaran Bahasa Inggris saat Speaking Class

(Pre-Research) ..............................................................................

Appendix 8 Angket Tanggapan Siswa terhadap Kegiatan Pembelajaran

yang Dilaksanakan Guru dalam Speaking Class

(Pre-Research) ..............................................................................

Appendix 9 Diagnosa Angket Tanggapan Siswa terhadap Kegiatan

Pembelajaran yang Dilaksanakan Guru dalam Speaking Class

(Pre-Research) ..............................................................................

Appendix 10 Angket Tanggapan Siswa terhadap Kegiatan Pembelajaran

dalam Speaking Class dengan Materi Hortatory Exposition

(Post-Research) .............................................................................

Appendix 11 Diagnosa Angket Tanggapan Siswa terhadap Kegiatan

Pembelajaran dalam Speaking Class dengan Materi Hortatory

Exposition (Post-Research) ...........................................................

Appendix 12 Script of Interview with the English Teacher (Pre-Research) ......

Appendix 13 Script of Interview with the English Teacher (Post-Research) ....

Appendix 14 Script of Interview with Some Students (Post-Research) ............

Appendix 15 Field Note of Cycle I ....................................................................

Appendix 16 Field Note of Cycle II ...................................................................

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Appendix 17 Lembar Observasi Kemampuan Guru Mengelola Pembelajaran

dengan Teknik Think-Pair-Share dan Critical Debate ..................

Appendix 18 Lembar Observasi Kegiatan Siswa dalam Proses Belajar

Mengajar dengan Teknik Think-Pair-Share dan Critical

Debate ...........................................................................................

Appendix 19 Photographs ..................................................................................

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